The Palmetto Program: Perspectives in American History A Teaching American History Grant

1. The Palmetto Program: Perspectives in American HistoryA Teaching American History Grant Secondary Pedagogy Session Saturday, December 3, 2011 10:30-12:00 R.B. Stall High School – Room #E214 Dr. Harmonica R. Hart, The Citadel

2. Colloquium 2 SessionSaturday, December 3, 2011 Please silence your cell phone. Put it away. Take care of calls and text messages after class! 

3. Secondary Pedagogy Fundamental Themes Instructional Content Dr. David Preston, The Citadel “Causes of American Revolution” Instructional Strategies Focus, Mike Schomoker 21st Century Literacy Skills for United States History Instructional Materials Primary Source Documents Gilder Lehrman Institute Post & Courier Apple IPad Instructional Methods Mastery Teaching Model (MTM) Lesson Plan Template Literacy Workshop

4. Social Studies Standards & IndicatorsSouth Carolina HistoryUnited States History and the Constitution 8th Grade Standard and Indicator 11th Grade Standard and Indicator Standard USHC-1: The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States. Indicator USHC-1.2: Analyze the early development of representative government and political rights in the American colonies, including the influence of the British political system and the conflict between the colonial legislatures and the British Parliament over the right to tax that resulted in the American Revolutionary War. Indicator USHC-1.3: Analyze the impact the Declaration of Independence and the American Revolution on establishing the ideals of a democratic republic. Standard 8-2: The student will demonstrate an understanding of the causes of the American Revolution and the beginnings of the new nation, with an emphasis on South Carolina’s role in the development of that nation. Indicator 8-2.4: Compare the perspectives of different groups of South Carolinians during the American Revolution, including Patriots, Tories/Loyalists, women, enslaved and free Africans, and Native Americans. Indicator 8-2.5: Summarize the role of South Carolinians in the course of the American Revolution, including the use of partisan warfare and the battles of Charleston, Camden, Cowpens, and Kings Mountain

5. PedagogySession Objectives: Teachers will … • Have a better understanding of appropriate instructional strategies that promote authentic literacy (reading, speaking , listening, and writing using academic vocabulary). • Understand how to utilize problem based learning scenarios and/or decision making activities to promote a deeper understanding of the content and provide an opportunity for authentic literacy.

6. Anticipatory Set/Hook – EngageWhat is authentic tasks? An assessment task, problem, or project is authentic if it: • Is realistically contextualized • Requires judgment and innovation • Asks the student to “do” the subject • Replicates key challenging situations in which adults are truly “tested” in the workplace, in civic and personal life • Assesses the students’ ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex and multi-stage task • Allows appropriate opportunities to rehearse , practice, consult resources, and get feedback on and refine performance and products Source : Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexander, Virginia: Association for Supervision and Curriculum Development, pp. 153-154.

7. What are the basic steps of a problem based learning activity? • Start with selection of topic (Teacher-Led) • Formulate questions (Teacher-Led) • Brainstorm solutions to questions (Student-Led) • Test solutions (Student-Led) • Develop a viable conclusion to the question (Student-Led) • Present potential solutions (Student-Led) • Evaluate(Teacher / Student Led) McGinley, N. (2011). The Palmetto Program: Problem Based Learning Presentation. SC: Charleston County School District.

8. Problems versus Exercises Source Adapted from : Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexander, Virginia: Association for Supervision and Curriculum Development, p. 157.

9. Designing Cognitively Challenging Tasks Decision making is a process of selecting from among two or more alternatives. The basic framework is as follows: Problem solving is a process of overcoming constraints or barriers that are making it difficult to achieve a specific goal. The following framework can help guide the process: Identify the goal you are trying to achieve Identify the barriers or constraints that are blocking the achievement of the goals Consider alternative ways of overcoming the constraints or barriers Select and try the alternative that seems most likely to work Based on the results, proceed to achieve the goal, try a different alternative, or reframe the original goals • Identify the decision you need to make and the alternatives you are considering • Generate and prioritize the criteria that the final decision needs to meet • Apply the criteria to the alternatives and select which alternative best meets the criteria • Based on your reaction to the selection, make your final decision, rethink the alternative, or modify your criteria

10. What is Cooperative Learning? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.

11. Skill Development / Guided PracticeProblem Based Learning Activity YOUR MISSION… You are a member of the Second Continental Congress…you have just declared independence from Great Britain…Now you have some very important decisions to make! Work with your group to solve the following problems. EXPLAIN your answers!

12. Independent Practice Problem-Based Learning Activity Problem-Based Learning Prompts are based on real-world issues and solutions that adults face … • Paying Bills!  • Working on a job / Not working on a job • Providing and caring for self or immediate family • Providing and caring for elderly parents • Dealing with neighbors, organization members • Dealing with lost – death, divorce, finance, etc. • Dealing with spiritual and/or moral issues, etc.

13. Content & Career Connections

14. Content & Career Connections You must select and match the career cluster’s essential knowledge, standard, and indicator that best match your lesson plan’s content standards and indicators (EEDA 2005).

15. South Carolina’s Career Clusters and Pathways Standards In May 2005, former Governor Mark Sanford signed the Education and Economic Development Act (EEDA), a new legislation designed to give South Carolina students the education tools they need to build prosperous, successful futures (SC Pathways ¶ 1). EEDA requires the Department of Education to “develop a curriculum aligned with state content standards, organized around a career cluster system that must provide students with both strong academics and real-world, problem-solving skills” (§59-59-20) (McDaniel, 2007, p. 48). Choose a “Career Pathway” to research the 16 Career Cluster @ http://www.careerclusters.org

16. Independent Practice Activity In small groups, (Two to Four teachers of the same grade level)… • Thirty (30) minutes – Brainstorm a possible problem-based learning activity related to a topic that you are teaching or will teach • Refer to Social Studies Standard 8-2 and/or USHC-1 and Indicators 8-2.4 & 8-2.5 and/or USHC-1.2 & USCHC-1.3 as a starting point!  • Ten (10) minutes – Share what you have: Problem Based Learning Activity’s framework, approach, setting, solution, evidence

17. Assessment Criteria • Reports to group project area on time • Starts work on own • Shares information • Contributes ideas • Listens to others • Waits turn to speak • Follows instructions • Is courteous to other group members • Helps to solve group problems • Considers viewpoints of others • Carries out share of group-determined activities • Completes assigned tasks on time

18. Work Cited Marzano, R.J. & Pickering, D.J. (2011). The highly engaged classroom: The classroom strategies series. IN: Marzano Research Laboratory, p. 99. McDaniel, T. R. (2007). School law for South Carolina educators. Spartanburg, SC: Catawba Publishing Company, 48. Wiggins, G. & McTighe, J. (2005). Understanding by design. VA: Association for Supervision and Curriculum Development, p. 157.

19. Generating a Problems-Based Learning Activity Source Adapted from : Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexander, Virginia: Association for Supervision and Curriculum Development, p. 157. Dr. Harmonica R. Hart The Citadel School of Education The Palmetto Program Teaching American History Grant - Colloquium 2 December 3, 2011